Natomas High School
2013-14
Published During 2014-15
Natomas High
Contact Information (School Year 2014-15)
3301 Fong Ranch Rd.
Sacramento, CA 95834
(916) 641-4960
Principal:
Mark Beebe, Principal
Contact E-mail Address:
mbeebe@natomas.k12.ca.us
County-District-School (CDS) Code: 34752833430584
Natomas Unified
Contact Information (School Year 2014-15)
(916) 567-5400
www.natomasunified.org
Superintendent:
Chris Evans
Contact E-mail Address:
cevans@natomas.k12.ca.us
Natomas High 2013-14
School Accountability Report Card
Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each
year. The SARC contains information about the condition and performance of each California public school.
• For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at
http://www.cde.ca.gov/ta/ac/sa/.
• For additional information about the school, parents and community members should contact the school principal or the district
office.
I. Data and Access
DataQuest
DataQuest is an online data tool located on the CDE DataQuest Web page at http://dq.cde.ca.gov/dataquest/ that contains
additional information about this school and comparisons of the school to the district, the county, and the state. Specifically,
DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal
Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data
regarding English learners.
Internet Access
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library).
Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use
restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the
types of software programs available on a workstation, and the ability to print documents.
Additional Information
For further information regarding the data elements and terms used in the SARC see the 2013-14 Academic Performance Index
Reports Information Guide located on the CDE API Web page at http://www.cde.ca.gov/ta/ac/ap/.
II. About This School
District Contact Information - Most Recent Year
District Name
Natomas Unified
Phone Number
(916) 567-5400
Superintendent
Chris Evans
E-mail Address
cevans@natomas.k12.ca.us
Web Site
www.natomasunified.org
School Contact Information - Most Recent Year
School Name
Natomas High
Street
3301 Fong Ranch Rd.
City, State, Zip
Sacramento, CA 95834
Phone Number
(916) 641-4960
Principal
Mark Beebe, Principal
E-mail Address
mbeebe@natomas.k12.ca.us
Web Site
http://natomasunified.org/nhs/
County-District-School (CDS) Code
34752833430584
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Natomas High 2013-14
School Accountability Report Card
School Description and Mission Statement– Most Recent Year
The mission of Natomas High School is simple: "We're all Learning." Embedded within this mission statement are core values:
- Together we will ensure that all students are 21st Century Learners in a global society.
- Together we will work to eliminate disparity.
- Together we will celebrate our diversity as a strength.
- Together we commit to Respect, Responsibility & Safety.
- Together we agree to Collaborate with our Community.
- Together we ensure that ALL students Achieve at High Levels.
- Together we will ensure that ALL students are college and career ready.
The mission, values, goals and programs of Natomas High School are embedded in the fabric of the school culture on a weekly
basis through the school's weekly audio / video announcement program. A student produced news program, "NTV," carries the
messages crafted by the Stakeholders of Natomas High School. Core values such as Respect, Responsibility and Safety are
highly visible during weekly video announcements. These core values are further echoed through student involvement in such
programs as the Link Crew Peer Mentor program, Unity Day, Hispanic Heritage Month, Black History Month, Multi-Cultural
Night, and on-going activities that encourage student interaction.
All students at Natomas High School are prepared to graduate College and Career Ready. The staff of Natomas High School
collaborate weekly around curriculum, instruction, assessment, student support and school safety. The staff use common
assessments and the NWEA Assessment system to drive instruction and better understand student performance through the
use of data. Furthermore, specialized pathways in Engineering, Health Professions, Digital Media Professions and Advanced
Placement help to create relevancy for many students at the school.
Student Enrollment by Grade Level (School Year 2013-14)
Grade Level
Number of Students
Grade 9
254
Grade 10
298
Grade 11
271
Grade 12
254
Total Enrollment
1077
Student Enrollment by Student Group (School Year 2013-14)
Group
Percent of Total Enrollment
Black or African American
18.9
American Indian or Alaska Native
0.6
Asian
8.4
Filipino
2.9
Hispanic or Latino
51.6
Native Hawaiian/Pacific Islander
1.4
White
7.8
Two or More Races
4.1
Socioeconomically Disadvantaged
74.2
English Learners
14.3
Students with Disabilities
13.4
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Natomas High 2013-14
School Accountability Report Card
A. Conditions of Learning
State Priority: Basic
The SARC provides the following information relevant to the Basic State Priority (Priority 1):
•
Degree to which teachers are appropriately assigned and fully credentialed in the subject area and for the pupils they are
teaching;
•
Pupils have access to standards-aligned instructional materials; and
•Teacher
SchoolCredentials
facilities are maintained in good repair.
School
2012-13
School
2013-14
School
2014-15
District
2014-15
With Full Credential
53
49
45
457
Without Full Credential
0
0
0
0
Teaching Outside Subject Area of Competence (with full
credential)
0
0
0
0
Teachers
Teacher Misassignments and Vacant Teacher Positions
2012-13
2013-14
2014-15
Misassignments of Teachers of English Learners
Indicator
0
0
0
Total Teacher Misassignments
0
0
0
Vacant Teacher Positions
0
0
0
Note: "Misassignments" refers to the number of positions filled by teachers who lack legal authorization to teach that grade
level, subject area, student group, etc.
* Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners.
Core Academic Classes Taught by Highly Qualified Teachers (School Year 2013-14)
Percent of Classes In Core
Academic Subjects
Taught by
Highly Qualified Teachers
Percent of Classes In Core
Academic Subjects
Not Taught by
Highly Qualified Teachers
This School
94.2
5.8
All Schools in District
97.4
2.6
High-Poverty Schools in District
100
0
Low-Poverty Schools in District
96
4
Location of Classes
Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the
free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 39 percent or
less in the free and reduced price meals program.
Quality, Currency, Availability of Textbooks and Instructional Materials – Most Recent Year
This section describes whether the textbooks and instructional materials used at the school are from the most recent
adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s
use of any supplemental curriculum or non-adopted textbooks or instructional materials.
Year and month in which data were collected:January 2015
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School Accountability Report Card
Subject
Textbooks and instructional
materials/year of adoption
From most recent adoption?
Percent students
lacking own assigned
copy
Reading/Language Arts
Holt Literature & Language
Arts - Holt, Rinehart &
Wilson / 2005
Yes
0%
Mathematics
Algebra 1 - McDougal Littell
/ 2002
Algebra 2 - McDougal Littell
/ 2004
Geometry - Prentice Hall /
Yes
2004
PreCalculus - Harcourt
Brace / 2006
Calculus - Houghton Mifflin
/ 1998
0%
Science
Biology - McDougal Littell /
2007
Physics - Prentice Hall /
2007
Earth Science - Holt,
Yes
Rinehart & Wilson / 2007
World of Chemistry McDougall Littell / 2007
Life Science - Prentice Hall
/ 2001
0%
History-Social Science
Democracy in Action Glencoe McGraw Hill / 2007
American Government:
Institutions & Policies Houghton Mifflin / 2002
Economics: Concepts &
Choices - McDougal Littell /
2007
The Americans:
Reconstruction to the 21st
Yes
Century - McDougal Littell /
2005
Liberty, Equality, Power: A
History of the American
People - Thomson
Wadsworth / 2007
Geography Alive! - TCI /
2006
Modern World History McDougal Littell / 2001
0%
Foreign Language
Expresate 1, 2, & 3 - Holt,
Rinehart & Wilson / 2008
Imagina: Espanol Sin
Barreras - Vista Higher
Learning / 2008
Nuevas Vistas - Holt,
Rinehart & Wilson / 2008
Yes
Discovering French McDougal Littell / 2008
Une Fois Pour Toutes Longman / 1992
Imaginez: Le Francais Sans
Frontieres - Vista Higher
Learning / 2008
0%
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School Accountability Report Card
Subject
Textbooks and instructional
materials/year of adoption
From most recent adoption?
Percent students
lacking own assigned
copy
Health
Glencoe Health & Human
Sexuality - Glencoe
McGraw Hill / 2003
Yes
0%
Visual and Performing Arts
n/a
n/a
N/A
Science Laboratory Equipment
(grades 9-12)
Sufficient per NUSD Board
resolution 10/8/14
Yes
0%
School Facility Conditions and Planned Improvements - Most Recent Year
The physical plant of Natomas High School is simply beautiful. The 60+ acres boasts a park-like setting. The Natomas High
School community prides itself on its well maintained performing arts center and Black Box theater, outdoor amphitheater,
two gyms, recently renovated – state of the art weight room, dance room, two softball fields, two baseball fields, two soccer
fields, newly renovated all weather track and field/football stadium, swimming pool complex, chemistry and physics labs,
library media center, full kitchen and multipurpose room. The academic settings of Natomas High School are well maintained
and create an excellent learning environment for students including dedicated Math and English computer labs, as well as
four multi-use computer labs and a fully functional TV production studio and Engineering Lab.
The custodial staff is responsible for ensuring that all classrooms and facilities are in adequate condition. A work order
process is used to ensure efficient service and that emergency repairs are given the highest priority. District maintenance
staff ensures that the repairs necessary to keep the school in good repair and working order are completed in a timely
manner.
The school is in fair repair with no urgent or emergency issues.
School Facility Good Repair Status – Most Recent Year
Using the most recent FIT data (or equivalent), provide the following:
• Determination of repair status for systems listed
• Description of any needed maintenance to ensure good repair
• The year and month in which the data were collected
• The Overall Rating
Repair Needed and Action Taken or Planned
System Inspected
Good
Fair
Poor
Systems: Gas Leaks, Mechanical/HVAC,
Sewer
Interior: Interior Surfaces
Cleanliness: Overall Cleanliness, Pest/
Vermin Infestation
Electrical: Electrical
Restrooms/Fountains: Restrooms, Sinks/
Fountains
Safety: Fire Safety, Hazardous Materials
Fire alarm upgrade in Summer 2015
Structural: Structural Damage, Roofs
External: Playground/School Grounds,
Windows/ Doors/Gates/Fences
Overall Facility Rate - Most Recent Year
Exemplary
Good
Fair
Poor
Overall Rating
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School Accountability Report Card
B. Pupil Outcomes
State Priority: Pupil Achievement
The SARC provides the following information relevant to the Pupil Achievement State Priority (Priority 4):
•
Statewide assessments (i.e., California Assessment of Student Performance and Progress and its successor the
Standardized Testing and Reporting Program);
•
The Academic Performance Index; and
•
The percentage of pupils who have successfully completed courses that satisfy the requirements for entrance to the
University of California and the California State University, or career technical education sequences or programs of study.
California Assessment of Student Performance and Progress/ Standardized Testing and
Reporting Results for All Students in Science – Three-Year Comparison
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
School
Subject
Science (grades 5, 8, and 10)
District
2011-12
2012-13
2013-14
2011-12
2012-13
34%
53%
35%
55%
57%
State
2013-14 2011-12
57%
60%
2012-13
2013-14
59%
60%
Note: Science assessments include California Standards Tests (CSTs), California Modified Assessment (CMA), and California
Alternate Performance Assessment (CAPA).
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this
category is too small for statistical accuracy or to protect student privacy.
California Assessment of Student Performance and Progress Results by Student Group in
Science (School Year 2013-14)
Group
Percent of Students Scoring at Proficient
or Advanced
All Students in the LEA
57%
All Students at the School
35%
Male
39%
Female
32%
Black or African American
25%
American Indian or Alaska Native
N/A
Asian
54%
Filipino
N/A
Hispanic or Latino
37%
Native Hawaiian or Pacific
Islander
N/A
White
42%
Two or More Races
53%
Socioeconomically Disadvantaged
36%
English Learners
2%
Students with Disabilities
18%
Students Receiving Migrant
Education Services
N/A
Note: Science assessments include CSTs, CMA, and CAPA in grades 5, 8, and 10.
Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this
category is too small for statistical accuracy or to protect student privacy.
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Standardized Testing and Reporting Results for All Students – Three-Year Comparison
Percent of Students Scoring at Proficient or Advanced
(meeting or exceeding the state standards)
School
Subject
District
State
2010-11
2011-12
2012-13
2010-11
2011-12
2011-12
2012-13
English-Language Arts
37%
40%
42%
54%
56%
2012-13 2010-11
57%
54%
56%
55%
Mathematics
13%
13%
12%
45%
46%
45%
49%
50%
50%
History-Social Science
35%
32%
36%
48%
46%
48%
48%
49%
49%
Note: STAR Program was last administered in 2012–13. Percentages are not calculated when the number of students
tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect
student privacy.
Academic Performance Index Ranks – Three-Year Comparison
API Rank
2011
2012
2013
Statewide
3
3
3
Similar Schools
8
6
7
Note: For 2014 and subsequent years, the statewide and similar schools ranks will no longer be produced.
Academic Performance Index Growth by Student Group – Three-Year Comparison
Group
Actual API Change
2010-11
Actual API Change
2011-12
Actual API Change
2012-13
All Students at the School
5
-4
16
Black or African American
6
-21
4
2
-7
31
Socioeconomically Disadvantaged
10
3
35
English Learners
-16
36
14
American Indian or Alaska Native
Asian
Filipino
Hispanic or Latino
Native Hawaiian or Pacific Islander
White
Two or More Races
Students with Disabilities
Note: 'N/D' means that no data were available to the CDE or LEA to report. 'B' means the school did not have a valid API
Base and there is no Growth or target information. 'C' means the school had significant demographic changes and there
is no Growth or target information.
Career Technical Education Programs (School Year 2013-14)
Automotive Engine Repair; Automotive Service Technician; Television Occupations I; Digital Photography; Digital
Photography Intermediate; Graphic Art and Design; Principles of Engineering; Intro to Engineering Design as part of the
pathway.
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School Accountability Report Card
Career Technical Education Participation (School Year 2013-14)
Measure
CTE Program Participation
Number of pupils participating in CTE
419
Percent of pupils completing a CTE program and earning a high
school diploma
Percent of CTE courses sequenced or articulated between the
school and institutions of postsecondary education
Courses for University of California and/or California State University Admission
UC/CSU Course Measure
Percent
2013-14 Students Enrolled in Courses Required for UC/CSU
Admission
2012-13 Graduates Who Completed All Courses Required for
UC/CSU Admission
33.47
State Priority: Other Pupil Outcome
The SARC provides the following information relevant to the Other Pupil Outcomes State Priority (Priority 8):
•
Pupil outcomes in the subject areas of English, mathematics, and physical education.
California High School Exit Examination Results for All Grade Ten Students – Three-Year
Comparison (if applicable)
Percent of Students Scoring at Proficient or Advanced
School
Subject
District
State
2011-12
2012-13
2013-14
2011-12
2012-13
2013-14
2011-12
2012-13
2013-14
English-Language Arts
35%
42%
34%
55%
57%
57%
56%
57%
56%
Mathematics
40%
43%
37%
54%
55%
58%
58%
60%
62%
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of students
in this category is too small for statistical accuracy or to protect student privacy.
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School Accountability Report Card
California High School Exit Examination Results for All Grade Ten Results by Student Group
(School Year 2013-14) (if applicable)
English-Language Arts
Group
Mathematics
Percent Not
Proficient
Percent
Proficient
Percent
Advanced
Percent Not
Proficient
Percent
Proficient
Percent
Advanced
All Students in the LEA
43%
24%
33%
42%
36%
22%
All Students at the School
66%
16%
18%
63%
29%
8%
Male
73%
13%
14%
58%
33%
9%
Female
59%
20%
21%
69%
25%
7%
Black or African American
74%
16%
11%
77%
21%
2%
American Indian or Alaska Native
N/A
N/A
N/A
N/A
N/A
N/A
Asian
N/A
N/A
N/A
N/A
N/A
N/A
Filipino
N/A
N/A
N/A
N/A
N/A
N/A
Hispanic or Latino
68%
16%
16%
65%
28%
7%
Native Hawaiian or Pacific
Islander
N/A
N/A
N/A
N/A
N/A
N/A
White
67%
17%
17%
45%
45%
9%
Two or More Races
55%
21%
24%
59%
34%
7%
Socioeconomically Disadvantaged
65%
19%
17%
63%
29%
9%
English Learners
95%
5%
N/A
86%
14%
N/A
Students with Disabilities
96%
4%
N/A
96%
4%
N/A
Students Receiving Migrant
Education Services
N/A
N/A
N/A
N/A
N/A
N/A
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of
students in this category is too small for statistical accuracy or to protect student privacy.
California Physical Fitness Test Results (School Year 2013-14)
Grade Level
Percent of Students
Meeting Four of Six
Fitness Standards
Percent of Students
Meeting Five of Six
Fitness Standards
Percent of Students
Meeting Six of Six
Fitness Standards
5
N/A
N/A
N/A
7
N/A
N/A
N/A
9
20%
22.9%
25.3%
Note: Percentages are not calculated when the number of students tested is ten or less, either because the number of
students in this category is too small for statistical accuracy or to protect student privacy.
C. Engagement
State Priority: Parental Involvement
The SARC provides the following information relevant to the Parental Involvement State Priority (Priority 3):
•
Efforts the school district makes to seek parent input in making decisions for the school district and each schoolsite.
Opportunities for Parental Involvement – Most Recent Year
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Natomas High School values and encourages parent involvement at the highest degree possible. While all parents and
community members are invited to participate in School Site Council (SSC) meetings, Career Fair, Back-to-School Night,
English Learner Advisory Committee (ELAC), Open House, Multicultural Night, and Homecoming, there are several specific
parent/community organizations that benefit Natomas High School and enhance Natomas High School’s mission. The
Parent/Teacher/Student Association (PTSA) has been active since the school’s inception and meet monthly in order to raise
money and volunteer hours to support various programs on campus. This organization also serves as a source of information to
parents and community members regarding what is happening at Natomas High School. This group also organizes Sober Grad
Night for seniors.
The Natomas Athletic Booster organization is specifically geared to supplement the Athletic program at NHS. This group of
parents and community members fundraise and volunteer hours in order to provide coverage for snack bars and provide
monetary assistance to sports programs. Such assistance includes, but is not limited to: replacement costs for equipment,
tournaments, and uniforms. These parent/community organizations are essential to the mission of Natomas High School.
The Natomas Band Booster organization is specifically geared to supplement the Music program at NHS. This group of parents
and community members fundraise and volunteer hours in order to provide coverage for snack bars and provide monetary
assistance to the Nighthawk music programs. Such assistance includes, but is not limited to: replacement costs for equipment,
marching events, community events, and uniforms. These parent/community organizations are essential to the mission of
Natomas High School.
For those parents not attached to one of our parent groups but would like to stay involved – all stakeholders are encouraged to
engage in the following:
- Every Sunday night the principal sends a Connect Ed telephone message outlining all that is happening in the week ahead in
English and in Spanish.
- Every all call reminds parents that the web site – www. http://natomasunified.org/nhs/ is a useful resource for staying involved.
- The Natomas High School Counseling / Career Tech center is open to the public to act as liaisons to the school. In addition
our counselors, administrators, and front office staff are strongly invested in customer service for our parental requests and
needs.
- The Natomas Unified School District recently hired a Parent Liaison who is located at Jefferson Elementary school, but who
serves all schools in South Natomas. As an aside NUSD has committed to hiring a social worker to split time with the secondary
sites to aid in home school liaison services.
-The first Tuesday of each month NHS host our ELAC, Boosters, PTSO, and Band Boosters.
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School Accountability Report Card
State Priority: Pupil Engagements
The SARC provides the following information relevant to the Pupil Engagement State Priority (Priority 5):
•
High school dropout rates; and
•
High school graduation rates.
Dropout Rate and Graduation Rate (Four-Year Cohort Rate)
Indicator
School
District
State
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
2010-11
2011-12
2012-13
Dropout Rate
15.7
14.1
5.7
11.4
10.6
7.6
14.7
13.1
11.4
Graduation Rate
81.15
82.13
90.2
85.11
86.42
89.17
77.14
78.87
80.44
Completion of High School Graduation Requirements – Graduating Class of 2013
School
District
State
All Students
86
90
84
Black or African American
87
87
75
86
77
Group
American Indian or Alaska Native
Asian
90
93
92
Filipino
100
98
92
Hispanic or Latino
90
90
80
Native Hawaiian/Pacific Islander
89
89
84
White
87
99
90
Two or More Races
29
80
89
Socioeconomically Disadvantaged
90
87
82
English Learners
87
79
53
Students with Disabilities
66
70
60
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School Accountability Report Card
State Priority: School Climate
The SARC provides the following information relevant to the School Climate State Priority (Priority 6):
•
Pupil suspension rates;
•
Pupil expulsion rates; and
•
Other local measures on the sense of safety.
Suspensions and Expulsions
School
Rate*
District
State
20112012
20122013
20132014
20112012
20122013
20132014
20112012
20122013
20132014
Suspensions
14.9
10.6
6.6
6.5
5.2
5
4.4
5.1
5.7
Expulsions
1.3
0.9
0.7
0.3
0.3
0.1
0.1
0.1
0.1
School Safety Plan – Most Recent Year
All comprehensive School Safety Plans are in compliance with Senate Bill 187. In the fall of 2013, representatives of staff and
the community reviewed the safety plan and presented it to the Natomas High School Site Council for approval. Specific
instructions for staff and student behavior/response are indicated. Natomas High practices fire drills and lock down drills so
students and staff are familiar with the procedures outlined in our Safety Plan.
Natomas High School believes in creating a climate of safety through the language and activities used at school. For example,
each year NHS uses Link Crew activities to ensure that all 9th grade students have a peer mentor. In January of 2013, NHS
hosted Breaking Down the Walls to continue its work of creating a respectful, responsible and safe school culture. These
values are echoed through the halls daily on morning announcements and are the driving force behind the work the staff is
doing with the Safe and Civil Schools organization. Various Responses to Intervention (RTI) are being developed to assist our
students. Mission Possible, School Psychologist, Counselor's, Co-Admin, and teachers have developed a plan to use a team
based communication form to help NHS students. All staff will be trained in Culturally Conscious Instruction. This training will
allow NHS to continue to embrace our strong diversity. Through all of this work NHS uses survey data to target areas of
concern amongst students and staff.
D. Other SARC Information
The information in this section is required to be in the SARC but is not included in the state priorities for LCFF.
Adequate Yearly Progress Overall and by Criteria (School Year 2013-14)
School
District
Made AYP Overall
AYP Criteria
No
NA
Met Participation Rate - English-Language Arts
No
NA
Met Participation Rate - Mathematics
No
NA
Met Percent Proficient - English-Language Arts
No
NA
Met Percent Proficient - Mathematics
No
NA
Met Graduation Rate
Yes
NA
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Federal Intervention Program (School Year 2014-15)
Indicator
School
District
Program Improvement Status
NA
In PI
First Year of Program Improvement
NA
2010-2011
Year in Program Improvement*
NA
Year 3
Number of Schools Currently in Program Improvement
N/A
4
Percent of Schools Currently in Program Improvement
N/A
100%
Note: Cells with NA values do not require data.
* DW (determination waiver) indicates that the PI status of the school was carried over from the prior year in accordance
with the flexibility granted through the federal waiver process.
Average Class Size and Class Size Distribution (Secondary)
Subject
Avg. Class
Size
2011-12
Number of Classes*
1-22 23-32
Avg. Class
Size
33+
2012-13
Number of Classes*
1-22 23-32
Avg. Class
Size
2013-14
Number of Classes*
1-22 23-32
33+
33+
English
27.7
17
12
23
25.8
14
14
15
23.8
15
15
12
Mathematics
24.2
18
6
20
27.2
9
16
14
28.7
5
13
16
Science
33.8
1
9
16
29.8
4
15
17
26.2
9
12
12
Social Science
31.6
6
4
27
29.5
5
14
13
30.6
6
4
19
* Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At
the secondary school level, this information is reported by subject area rather than grade level.
Academic Counselors and Other Support Staff (School Year 2013-14)
Number of FTE*
Assigned to School
Average Number of Students per
Academic Counselor
2.5
430.8
Counselor (Social/Behavioral or Career
Development
0
N/A
Library Media Teacher (Librarian)
0
N/A
Library Media Services Staff (Paraprofessional)
1
N/A
Psychologist
1
N/A
Social Worker
0.08
N/A
Nurse
0.23
N/A
Speech/Language/Hearing Specialist
0.92
N/A
0
N/A
0.54
N/A
Title
Academic Counselor
Resource Specialist (non - teaching)
Other
Note: Cells with N/A values do not require data.
* One Full Time Equivalent (FTE) equals one staff member working full time; one FTE could also represent two staff
members who each work 50 percent of full time.
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Natomas High 2013-14
School Accountability Report Card
Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2012-13)
Total
Expenditures Per Expenditures Per
Average Teacher
Expenditures Per Pupil (Supplemental /
Pupil (Basic/
Salary
Pupil
Restricted)
Unrestricted)
Level
School Site
$7,207
$1,309
$5,898
$62,090
District
N/A
N/A
$5,645
$65,334
Percent Difference – School Site and District
N/A
N/A
4.48
-4.97
State
N/A
N/A
$4,690
$67,762
Percent Difference – School Site and State
N/A
N/A
25.76
-8.37
Note: Cells with N/A values do not require data.
Types of Services Funded (Fiscal Year 2013-14)
Natomas Unified School District offers a wide range of support services for students including but not limited to academic,
individual and small group counseling, a school psychologist, adapted physical education, workability, home and hospital
teachers, and health assistants. Furthermore, through categorical funding, Natomas High School funds APEX Learning for
credit recovery, Professional Learning Community was developed to ensure improved student achievement, lunch time and
afterschool tutorial support, and a wide range of English Language Learner support.
Teacher and Administrative Salaries (Fiscal Year 2012-13)
District Amount
State Average For Districts In
Same Category
Beginning Teacher Salary
$31,308
$41,243
Mid-Range Teacher Salary
$56,088
$64,893
Highest Teacher Salary
$81,252
$83,507
Average Principal Salary (Elementary)
$94,872
$103,404
Average Principal Salary (Middle)
$103,203
$109,964
Average Principal Salary (High)
$104,138
$120,078
Superintendent Salary
$176,176
$183,557
Percent of Budget for Teacher Salaries
41%
40%
Percent of Budget for Administrative Salaries
6%
6%
Category
For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at
http://www.cde.ca.gov/ds/fd/cs/.
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Natomas High 2013-14
School Accountability Report Card
Advanced Placement Courses (School Year 2013-14)
Number of AP Courses
Offered*
Percent of Students In AP
Courses
Computer Science
0
N/A
English
2
N/A
Fine and Performing Arts
0
N/A
Foreign Language
3
N/A
Mathematics
2
N/A
Science
3
N/A
Social Science
4
N/A
All courses
14
30.8
Subject
Note: Cells with N/A values do not require data.
* Where there are student course enrollments.
Professional Development – Most Recent Three Years
This section provides information on the annual number of school days dedicated to staff development for the most recent
three-year period.
Instructional staff will receive two professional development days during the 2014-2015 year. In the fall, staff professional
development centered around target setting and instructional strategies that will align with CCSS. In the Spring the focus of
staff development is on rigor, instruction aligned to the objective, and checking for understanding, again being aligned with
CCSS.
Natomas Unified School District has implemented a three year Professional Development that will target all grade levels and
content areas in Common Core Instruction. In combination with the NHS site Professional Development Plan this will serve
as our foundation for Instructional Professional development. In addition all NHS staff will be trained in Culturally Conscious
Instruction and SIOP. This training will allow NHS to continue to embrace our strong diversity. Through this work NHS uses
survey data to target areas of concern amongst students and staff.
Natomas High School has allocated nearly a third of its categorical funds to staff development. During the 2014 - 2015
school year, the professional development at Natomas High School has been focused to meet the goals established both in
the WASC plan, The LCAP and in the Single Plan for Student Achievement: Curriculum, Assessment, Instruction,
Collaboration and Safety. In each area, staff have been allocated time, resources and training to meet the established goals
for each key area.
Teachers at NHS spend time weekly each year in collaboration discussing curriculum, assessments and instruction. The
NHS instructional leadership team meets monthly to discuss the management of the goals and to set new targets for future
staff development.
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